不同知覺學習風格高中生對多媒體音樂欣賞教材形式偏好之研究
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2012
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Abstract
本研究主要目的在探究高中生對「文字」、「圖片」及「影片」結合音樂與旁白之多媒體音樂欣賞教材的偏好情形，同時探討不同呈現次序對偏好所產生的影響，並且分析聽覺、視覺、動覺、混合知覺及三種知覺皆弱等學習型之高中生，其在多媒體音樂欣賞教材形式偏好之差異情形。
本研究採用「調查研究法」，以研究者改編之「知覺學習風格量表」與自編之「多媒體音樂欣賞教材形式偏好量表」為研究工具，搭配「文字」、「圖片」及「影片」形式多媒體音樂欣賞教材，蒐集相關資料。研究對象是採方便取樣的方式，選取天空高中（化名）之六個班級共272位學生參與本研究並填寫兩份量表，有效回收之量表為220份，回收率達80.9 %。
本研究主要發現如下：
一、高中生對「文字」、「圖片」及「影片」三種多媒體音樂欣賞教材形式之偏好程度皆傾向喜歡，其中最喜歡「影片」形式。
二、「文字」、「圖片」及「影片」形式的教材呈現次序組合不會影響高中生對多媒體音樂欣賞教材之偏好程度。
三、高中生的知覺學習風格對三種多媒體音樂欣賞教材形式的偏好程度，會產生影響。
最後根據研究結果，對音樂教學與未來相關研究提出建議，以做為音樂教學中使用多媒體音樂欣賞教材的參考依據。
The purposes of this study had three aims: (1) to investigate the subjects' multimedia forms' preference of music appreciation teaching materials, (2) to explore the influence of the preference caused by the presenting sequence variables, and (3) to probe the effects of the differences among learning styles of students on the multimedia forms' preference. The multimedia forms used in this study were divided into three types: text plus music and narration, picture plus music and narration, and video plus music and narration. The subjects involved in this research were selected from one high school in Taipei City. This study was utilized by survey method. There were two instruments: (1) the self-designed questionnaire “Perceptual Learning Style Inventory” and (2) the revised questionnaire “Music Appreciation Teaching Materials' Multimedia Forms Preference Scale.” The research data from those instruments along with music appreciation teaching materials' multimedia was collected and analyzed. Using the method of convenient sampling, 272 questionnaires were sent out and 220 copies were returned. The recover rate was 80.9 %. The major findings of this research were as follows: 1. The subjects had a positive tendency to prefer “ three music appreciation teaching materials' multimedia forms ( text , picture , and video）.” The preference to “video” was highest in the three multimedia forms. 2. Different presenting sequence of multimedia forms did not affect the preference of music appreciation teaching materials for the subjects. 3. The subject's perceptual learning styles had impact to their preference of three music appreciation teaching materials' multimedia forms. Based on the results above, the researcher made suggestions to music appreciation teaching materials and future study for the reference of multimedia assisted teaching appreciation.
The purposes of this study had three aims: (1) to investigate the subjects' multimedia forms' preference of music appreciation teaching materials, (2) to explore the influence of the preference caused by the presenting sequence variables, and (3) to probe the effects of the differences among learning styles of students on the multimedia forms' preference. The multimedia forms used in this study were divided into three types: text plus music and narration, picture plus music and narration, and video plus music and narration. The subjects involved in this research were selected from one high school in Taipei City. This study was utilized by survey method. There were two instruments: (1) the self-designed questionnaire “Perceptual Learning Style Inventory” and (2) the revised questionnaire “Music Appreciation Teaching Materials' Multimedia Forms Preference Scale.” The research data from those instruments along with music appreciation teaching materials' multimedia was collected and analyzed. Using the method of convenient sampling, 272 questionnaires were sent out and 220 copies were returned. The recover rate was 80.9 %. The major findings of this research were as follows: 1. The subjects had a positive tendency to prefer “ three music appreciation teaching materials' multimedia forms ( text , picture , and video）.” The preference to “video” was highest in the three multimedia forms. 2. Different presenting sequence of multimedia forms did not affect the preference of music appreciation teaching materials for the subjects. 3. The subject's perceptual learning styles had impact to their preference of three music appreciation teaching materials' multimedia forms. Based on the results above, the researcher made suggestions to music appreciation teaching materials and future study for the reference of multimedia assisted teaching appreciation.
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高中生, 多媒體音樂欣賞教材形式, 知覺學習風格, Senior high school students, Multimedia forms' preference of music, Learning styles